The Ilocano Culture of English Language Teaching

Abstract

This study examined how Ilocano culture shaped English language teaching practices among teachers in La Union, Philippines. Using questionnaires and follow-up interviews with Ilocano English teachers, the research identified cultural perspectives that influence subject matter, pedagogy, learner engagement, and educational contexts. Analysis revealed four dominant themes. The “Pinakbet” perspective reflected unity in diversity, with teachers employing group activities and technology to address varied learner needs. “Nakem” emphasized gratitude, family orientation, and moral values, supporting a humanistic approach that fosters learner comfort and motivation. The “Globalist” perspective highlighted English as a tool for global participation, motivating learners to connect beyond local contexts. “Makikadwa” underscored the role of social interaction and collaboration in learning. Findings showed that Ilocano teachers’ cultural identity informs their teaching philosophies, making culture both a scaffold and a source of motivation. The study concluded that integrating indigenous cultural values enriched English instruction and enhanced intercultural sensitivity.